Students in higher education who actively manage and control their own learning processes have better learning outcomes, more efficient learning progress, and other non-academic benefits than those who do not. However, students often have poor self-regulation practices, lack reflective thinking, and fail to monitor their learning against defined goals. Therefore, a variety of advanced learning technologies and features have been developed to support students with regulation. Nevertheless, the optimal level of regulation support and the most effective combination of these features remain unestablished in the existing research literature. Therefore, this study employs quantitative research to examine the effectiveness of two learning environments with different levels of self-regulation support (less and more) on students' learning academic outcomes, learning process, and satisfaction. Both variants combine the elements of learning dashboards, goal-setting activity, self-assessment task, reflection support, and personal recommendation, with differences in the level of supporting students' regulation. Our findings reveal that students who received higher levels of self-regulation support tended to be more active readers and visited online learning materials and course overviews more frequently. While they outperformed students in the control group, it's noteworthy that these students did not necessarily outperform their peers who received less support, particularly in the context of self-assessment tasks. This study has also highlighted the need for further research in this area (e.g., self-assessment accuracy), including the development of an instrument that can objectively measure and evaluate the level of self-regulated learning support.

中文翻译：

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调查不同水平的学生调节支持对学习过程和结果的影响：寻找自我调节学习的最佳支持水平

积极管理和控制自己学习过程的高等教育学生比那些不积极管理和控制自己学习过程的学生拥有更好的学习成果、更高效的学习进度以及其他非学术效益。然而，学生的自我调节能力往往较差，缺乏反思性思维，无法根据既定目标监控自己的学习情况。因此，开发了各种先进的学习技术和功能来支持学生的调节。然而，现有研究文献中尚未确定监管支持的最佳水平以及这些特征的最有效组合。因此，本研究采用定量研究来检验两种不同程度的自我调节支持（较少和较多）的学习环境对学生学习成绩、学习过程和满意度的有效性。两种变体都结合了学习仪表板、目标设定活动、自我评估任务、反思支持和个人推荐等元素，但支持学生调节的程度有所不同。我们的研究结果表明，获得较高水平自我调节支持的学生往往是更活跃的读者，并且更频繁地访问在线学习材料和课程概述。虽然他们的表现优于对照组的学生，但值得注意的是，这些学生的表现并不一定优于获得较少支持的同龄人，特别是在自我评估任务方面。这项研究还强调了在这一领域进行进一步研究的必要性（例如，自我评估的准确性），包括开发一种能够客观衡量和评估自我调节学习支持水平的工具。